Phonics: Read Write Inc

Statement of intent

At Malpas Alport Primary School we teach children to read using the Read Write Inc phonics scheme (RWI). We believe that RWI provides the foundations of learning to help children develop into fluent readers. RWI is an inclusive children for all children learning to read. Children learn the 44 common sounds in the English language and how to blend them to read and spell. The use of pictures and memorable phrases is used to aid children's retention and recall of phonemes for reading and spelling. Children are given ample opportunity to orally explore characters' action, thoughts and feelings to rehearse their writing. 

As a school we teach phonics as the initial approach to reading. We want all pupils to begin their journey to read with confidence, develop a love of reading and apply these skills to their writing. 


At Malpas Alport, we teach phonics using the ‘Read Write Inc’ programme. Phonics is taught across Reception and KS1 during a daily 30-minute session and is carefully delivered through a range of progressive and sequenced lessons.  Read Write Inc is delivered by all teachers and highly trained teaching assistants. Following a half termly assessment, phonics groups are carefully planned to ensure focused phonics teaching is delivered for the specific needs of all pupils. Children learn alongside other children who are working at the same level. 

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Each session is split into two parts; the speed sounds section and the reading section. The speed sounds section includes the teaching, reading and spelling of new sounds and the review of previously taught sounds. Phonic sounds are taught in 3 sets that children progress through across Reception & KS1. In this section of the lesson, children are also taught to blend sounds using pure sounds and to use 'Fred Talk' and 'Fred in their Head' to read real and nonense (alien) words.Set 1 sounds(1).png

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The reading section gives children the opportunity to apply their phonic knowledge and developing reading skills in context. It supports the development of wider reading skills including fluency, expression and comprehension. Development of vocabulary is also a new key part of the delivery of the RWI programme. Children progress through the coloured books as their early reading skills develop and the teaching of common exception words align with this. Children are given the opportunity to read a range of fiction and non-fiction texts. We use a range of fully decodable books which have been carefully organised to match the sounds that our children learn each week. Our children take home a decodable ‘Book Bag Book’ so that they are able to apply their new knowledge and phonic skills at an appropriate level. They will also have an additional book from our classroom library, which may not be decodable but is to share at home in order to develop their vocabulary and interests.

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Our phonics sessions are fast paced, clearly modelled, interactive and challenging to ensure effective learning and progress is made. Children work in pairs to answer every question, practise every activity with their partner and take turns in talking to each other, The five key principles underpin the teaching in all Ready Steady Read sessions; Purpose, Participation, Praise, Pace and Passion.

Outside of the daily phonics session, opportunities are given in classroom environments for children to further apply and practise their developing phonics skills. Carefully planned interventions and extra sessions are also planned into the curriculum for children who need it.

Once the children have completed the RWI programme, they will then move on to the comprehension part of reading called VIPERS. 



Our curriculum aim is that children flourish into fluent, confident young readers and enjoy their phonics learning. Children know more, remember more and understand more about phonics, demonstrating this knowledge in all areas of the curriculum involving reading and writing. Children will be given a range of opportunities to showcase their developing phonics and early reading skills throughout the school day. Parents have a clear understanding of how phonics is taught throughout the school and the impact it is having on their children. They also understand how to further support their children with this learning at home and appreciate the importance of reading with their children as often as possible.


Each half term, children on the RWI programme complete a phonic assessment. These assessments support the planning of the next half term's phonics groups, to ensure that phonics teaching is being specifically delivered to support all children’s individual next steps. These assessments also help us to appraise the impact of our curriculum, whilst also informing teachers' planning for extra phonics and early reading progression outside of the daily phonics session. The phonics lead analyses the half termly assessments and recommends appropriate support and interventions for individual children within each class. Children’s phonics knowledge and early reading skills are assessed as part of EYFS profile assessment at the end of Reception and by undertaking the Phonics Screening Test at the end of Year 1.

Follow the link below to see how to say the pure sounds.

Phonics in Pre-School

In Pre-School the children take part in daily pre-phonics sessions using The Learning Lady's 'Super Sounds' book. The sessions teach pre-phonics (Phase 1) skills through a different story, nursery rhyme and game each week. It supports a progression of key skills as shown in the file below. In the Summer term, the main focus is on alliteration as well as oral blending and segmenting. The children are also introduced to the RWI picture cards in the Summer term. These all support the transition into Foundation Stage and give children the skills for starting RWI phonics as soon as possible.



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Chester Road,
Cheshire SY14 8PY
Headteacher: Mrs N Wetton
Main Contact: Terri-Ann Reynolds
If you would like to contact someone at school for help with anything please use the number or the email address above FAO: to Mrs Reynolds or Mrs Tilley
SEN Contact: Miss G Harper